Articles - National Centre for Excellence in Furniture Design & Technology, ATU Connemarahttps://research.thea.ie/handle/20.500.12065/1612024-03-29T12:06:21Z2024-03-29T12:06:21ZBilateral benefits: student experiences of work-based learning during work placementO’Donovan, Dermothttps://research.thea.ie/handle/20.500.12065/22672018-04-12T09:05:05Z2018-03-01T00:00:00ZBilateral benefits: student experiences of work-based learning during work placement
O’Donovan, Dermot
This article explores the varied learning experiences among third-year students undertaking a structured work placement module in the furniture and wood manufacturing industries. Using situated learning theory, the article considers the outcomes of in-depth interviews with 10 students and offers an insight into the multifaceted interactions between ‘novices’ (students) and ‘experts’ in the workplace. Through the experiences and voices of students, the research uncovers evidence of two-way learning between the students and their work colleagues, particularly where the work environment and management support opportunities for knowledge and skills transfer. Three broad themes emerge from those interviews: (1) most students considered that workplaces facilitated opportunities for learning; (2) few barriers to learning were experienced by students; and (3) in most cases, students felt they had opportunities to introduce new skills. This qualitative piece of research underlines the importance for organizations to develop and promote the workplace as a ‘learning environment’ and to nurture new members so that they can contribute to learning, to the ultimate benefit of the whole organization. The findings highlight the positive role of curriculum design in accelerating the journey towards full participation for new members in a community of practice.
2018-03-01T00:00:00ZCross institutional interchanges: student-teacher perspectives on an Irish service learning partnershipMulcahy, DenisMaye, KevinCummins, MichaelTierney, CiaranLogue Collins, PaulineFoley, Annhttps://research.thea.ie/handle/20.500.12065/5362017-06-20T15:11:06Z2016-01-01T00:00:00ZCross institutional interchanges: student-teacher perspectives on an Irish service learning partnership
Mulcahy, Denis; Maye, Kevin; Cummins, Michael; Tierney, Ciaran; Logue Collins, Pauline; Foley, Ann
The research partners in this action research study are the Galway-Mayo Institute of Technology, Letterfrack (GMITL) and QDS, Cope Foundation, Cork. GMITL is a provider of undergraduate initial teacher education (ITE) for second level teachers in the technical subjects Construction Studies and Design and Communication Graphics. QDS is service provider for adults with intellectual and physical challenges, specialising in wood technology and manufacture. GMITL student teachers engage in a civic engagement placement with QDS using the model of service learning (SL). This study investigates student teacher perspectives on participation in the SL experience with QDS. The study aims to identify benefits and challenges arising out of this partnership.
2016-01-01T00:00:00ZThe lecturer-as-learner; a critical analysis of a team teaching pilot programmeMaye, KevinLogue-Collins, PaulineCoyne, FiachraRogers, Susanhttps://research.thea.ie/handle/20.500.12065/5352017-06-20T15:11:06Z2016-01-01T00:00:00ZThe lecturer-as-learner; a critical analysis of a team teaching pilot programme
Maye, Kevin; Logue-Collins, Pauline; Coyne, Fiachra; Rogers, Susan
In an attempt to displace traditional lecturing hierarchies with a co-learning dynamic, the lecturer-as-learner paradigm was explored in GMIT Letterfrack. An action research study was carried out in the context of a final year level 8 degree Professional Studies module (2012-2013) which had a cohort of nineteen students. Two lecturers piloted a team teaching model of delivery in order to explore the effectiveness of parallel teaching, alternate teaching, and co-teaching formats. A co-learning model was adopted, where lecturers participated in the dual roles of lecturer and learner, in structured dialogue with students. This study had two strands; the first, a participating lecturer, conducted an in-depth critical reflection on his team teaching experience, the second a participating student, conducted a final year thesis on the effectiveness of the team teaching delivery.
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